CED 6300 Syllabus
1
CED 6300: Selected Topics in Counseling
Introduction to Consultation Theory & Practice
Summer 2008
Instructor: Jeffry L. Moe, Ph.D.
Office location: UH Sugar Land, Rooms 107 or 110
Office hours: Monday through Thursday 3-4pm and by appointment
Phone: Messages can be left with the department secretary Kathi Rich at (281) 275-3370.
For emergencies, you may call my cell at (281) 224-5603.
E-mail: moej@uhv.edu
Course time & location: On-line, see course requirements below
Required texts:
Brown, D., Pryzwansky, W., & Schulte, A. (2006). Psychological consultation and
collaboration: Introduction to theory and practice (6th Ed.). Boston, MA: Pearson. ISBN:
0-205-41179-7
Kampwirth, T.J. (2006). Collaborative consultation in the schools. (3rd ed.).
Upper Saddle River, NJ: Merrill. ISBN 0-13-117810-5
Recommended texts:
American Counseling Association (2005). Code of Ethics. West Alexandria, VA: Author
*Available on-line from www.counseling.org
Dinkmeyer, D., Jr., & Carlson, J. (2006). Consultation: Creating school-based
interventions (2nd ed.). Philadelphia: Brunner-Routledge. ISBN 0-415-95198-4
Course description: Consultation is a natural outgrowth of service provision for
professional counselors. Professional counselors are often solicited as consultants in
order to improve case-conceptualization skills, program or service evaluation, problemsolving skills, and system or organizational interpersonal dynamics. This course is
designed to provide an overview of the major consultation frameworks and associated
techniques, and to help students develop consultation skills that may be applied in
schools, community agencies, or other organizational settings.
Course objectives: As a result of participating in this course and completing course
requirements in a satisfactory manner, students will be able to:
-Identify and describe the major historical developments in human services consultation,
and differentiate consultation from counseling, supervision, advocacy, and teaching
[CACREP II.K.1.a, II.K.1.b, II.K.1.g]
CED 6300 Syllabus
2
-Identify and describe the major theoretical frameworks and associated techniques of
consultation, including Mental Health/Triadic Consultation, Systems-level consultation,
and Collaborative Behavioral Consultation [CACREP II.K.3.b., II.K.3.c, II.K.3.d,
II.K.5.d, II.K.5.e]
-Identify and describe the stages of consultation processes and methods for collaboration
with a variety of consultee types (parents, teachers, other mental health professionals,
etc.) [CACREP II.K.1.b, II.K.3.d, II.K.5.a, II.K.5.d, II.K.5.e]
-Identify, describe, and demonstrate characteristics of effective consultants [CACREP
II.K.1.b, II.K.5.a, II.K.5.e]
-Identify and describe the role that multicultural and diversity issues play in consultation,
including appropriate and effective methods of social justice advocacy [CACREP
II.K.2.c, II.K.2.d]
-Identify, describe, and select appropriate and effective methods of data collection and
service evaluation within a consultation framework [CACREP II.K.5.a, II.K.5.e, II.K.8.d,
II.K.8.e]
-Identify, describe, and apply ethical, legal, and professional issues related to the
provision of consultation services [CACREP II.K.1.h, CACREP II.K.3.e, CACREP
II.K.5.g, CACREP II.K.8.f]
Course requirements:
1. Learning Objectives: Students must submit responses to the learning objectives
for each unit by the due dates listed below. Responses to each objective should
not be more than 2 double-spaced pages in length. Learning Objective responses
are worth 80 points (10 points for complete responses to each Unit).
2. Discussion Board: For units One through Eight, students must post one question
and respond to at least one question from another student on the main discussion
board located on the WebCT for the class. Participation in the discussion boards is
worth 20 points
3. Consultation Proposal: Students will submit a proposal for a consultation that
they could perform in an organization that they have worked for or with
(including current places of employment). Your consultation proposal is worth 50
points. The proposal must include:
a. A rationale for your consultation effort, including a description of the
problem or issue you will address. Identify the consultee and the identified
client(s). 5 points
b. A description of the model of consultation you will use as a guiding
framework (i.e., Mental Health, Behavioral, Systems-Level, etc.). 5 points
c. A plan for how you will gain access to the consultee and establish a
consulting relationship (joining). 5 points
CED 6300 Syllabus
3
d. Your assessment and/or diagnoses plan for clarifying the problem or issue.
5 points
e. Operational definition of the problem(s). 4 points
f. Stated goals that are observable and measurable. 4 points
g. Intervention strategies and descriptions for how they will be implemented.
*Cite sources for your interventions. 5 points
h. Describe how you will evaluate the success of your consultation. 4 points
i. Describe how you will terminate and follow up. Identify any pertinent
ethical issues that could affect your consultation. 5 points
j. Include references in APA style. 3 points
k. Include a one-page contract for your consultation. 5 points
Total points possible for class assignments: 150 points
Grading Scale:
92-100%
82-91%
70-81%
A
B
C
60-69%
59% or below
D
F
Class policies:
On-line technical support: For technical support and all issues related to WebCT,
students may contact Mr. Lawrence Nelson (361) 570-4253, edutechhelp@uhv.edu.
Plagiarism Any student who represents the written work of another person as his or her
own for an assignment will receive a grade of zero (0) for said assignment and may face
disciplinary action through the University.
Attendance/Participation: Students are expected to complete and submit all
assignments by the due dates outlined in the course schedule. As per University policy,
exigent and dire circumstances may excuse students from adhering to the posted due
dates for assignments. Should such exigent and dire circumstances arise, students must
contact me (Dr. Moe) or leave word with Ms. Kathi Rich (department secretary) at the
contact information provided above.
Extra credit: Students are afforded sufficient credit opportunities by fulfilling class
requirements. Barring exigent and dire circumstances, extra credit will not be accepted or
approved.
Incompletes: Incompletes will only be given under extreme circumstance. An
incomplete represents that a student was able to complete almost all of the course
requirements, but was not able to finish the remaining requirements due to exigent
circumstances. In accordance with University policy, all incompletes must be completed
in the semester following the one in which they are received. If this is not done, the grade
reverts to Failure.
CED 6300 Syllabus
4
Professionalism and Diversity: Acting within the bounds of professionalism and the
student code of conduct is required. Encountering new ideas, new ways of knowing, and
interacting with people different from ourselves are pillars of the college and professional
training experience. Intimidating (e.g., Racist, sexist, anti-Semitic, homophobic, etc.,)
language will be challenged in this classroom. Students will be encouraged and expected
to be mindful of this and other diversity related issues.
Accommodations: Students requiring personalized arrangements for test taking,
classroom access, or other accessibility concerns should notify the Office of Student
Relations so that the University may provide appropriate support services to facilitate
your learning. Additional information is provided in the Student Handbook.
Electronic devices: Ringing and beeping devices are expected to be set on vibrate or
non-audio during class time in order to reduce disruption.
Course changes: I reserve the right to modify assignment structure, re-arrange topic
discussion, and to make as needed changes to the course.
Outline of Units
Unit Two
(LO’s Due June 16th)
Course Overview; History and development of human services
consultation; Adlerian-based consultation (Brown, Pryzwansky,
& Schulte Ch. 1, 4; Kampwirth Ch. 1)
General Consultation Processes & Evidence-based Practice
(Brown, Pryzwansky, & Schulte Chs. 6, 11; Kampwirth Ch. 5)
Unit Three
(LO’s Due June 23rd)
Characteristics of Effective Consultants (Brown, Pryzwansky,
& Schulte Chs. 7, 8; Kampwirth Ch. 3)
Unit Four
(LO’s Due June 30th)
Ethical, Legal, & Professional Issues (ACA Code of Ethics;
Brown, Pryzwansky, & Schulte, Chs. 12, 13; Kampwirth Ch. 4)
Unit Five
(LO’s Due July 8th)
Unit Six
(LO’s Due July 14th)
Advocacy & Multicultural Competence in Consultation (ACA
Advocacy Competencies, Multicultural Counseling
Competencies; Brown, Pryzwansky, & Schulte, Chs. 1, 13;
Kampwirth Ch. 4;)
Triadic Mental Health Consultation (Brown, Pryzwansky, &
Schulte Chs. 2; Kampwirth Ch. 2)
Unit Seven
(LO’s Due July 21st)
Behavioral Consultation (Brown, Pryzwansky, & Schulte, 3;
Kampwirth Ch. 6, Case Study #1 in Kampwirth Ch. 9)
Unit Eight
(LO’s Due July 28th)
Systems-level Consultation (Brown, Pryzwansky, & Schulte, 5;
Kampwirth Ch. 8, Case Study #2 in Kampwirth Ch. 9)
Unit Nine
(Final Project Due
August 4th)
Consultation With Parents & Schools (Brown, Pryzwansky, &
Schulte, Chs. 9, 10; Kampwirth Ch. 7)
Unit One
(LO’s Due June 9th)